Abstract

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

Citation

Leu, D.J., O'Byrne, W.I., Zawilinski, L., McVerry, J.G. & Everett-Cacopardo, H. (2009). "Comments on Greenhow, Robelia, and Hughes": Expanding the New Literacies Conversation. Educational Researcher, 38(4), 264-269. Retrieved August 11, 2024 from https://www.learntechlib.org/p/71988/.

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Keywords

• Computer Uses in Education
• educational technology
• information literacy
• information technology
• internet
• Literacy Education
• Public Policy
• reading comprehension
• Reading Instruction
• Research Methodology